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West Ashley Library
9 a.m. - 7 p.m.
Phone: (843) 766-6635
Folly Beach Library
9 a.m. - 5:30 p.m.
Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
Closed for renovations
Phone: (843) 883-3914
Wando Mount Pleasant Library
9 a.m. - 8 p.m.
Phone: (843) 805-6888
Village Library
9 a.m. - 6 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. - 8 p.m.
Phone: (843) 889-3300
Otranto Road Library
9 a.m. - 8 p.m.
Phone: (843) 572-4094
Mt. Pleasant Library
9 a.m. - 8 p.m.
Phone: (843) 849-6161
McClellanville Library
9 a.m. - 6 p.m.
Phone: (843) 887-3699
Keith Summey North Charleston Library
9 a.m. - 8 p.m.
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John's Island Library
9 a.m. - 8 p.m.
Phone: (843) 559-1945
Hurd/St. Andrews Library
9 a.m. - 8 p.m.
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Miss Jane's Building (Edisto Library Temporary Location)
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Dorchester Road Library
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John L. Dart Library
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Phone: (843) 722-7550
Baxter-Patrick James Island
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Phone: (843) 795-6679
Main Library
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Phone: (843) 805-6930
Bees Ferry West Ashley Library
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Phone: (843) 805-6892
Mobile Library
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Phone: (843) 805-6909
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'Through Thick and Thin': Lower Secondary School Students' Barriers to Learning under COVID-19 Conditions
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![loading](/sites/all/modules/hf_eds/images/loading.gif)
- Author(s): Nedzinskaite-Maciuniene, Rasa; Stasiunaitiene, Egle; Simiene, Gerda
- Language:
English- Source:
Center for Educational Policy Studies Journal. 2022 12(3):167-189.- Publication Date:
2022- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: [email protected]; Web site: https://ojs.cepsj.si/index.php/cepsj/index
- Peer Reviewed: Y
- Source: 23
- Education Level: Secondary Education
Elementary Education
Grade 7
Junior High Schools
Middle Schools
Grade 8 - Subject Terms:
- Subject Terms:
- ISSN: 1855-9719
2232-2647 - Abstract: At the global level, the COVID-19 pandemic has affected the whole education system, ranging from pre-school to higher education. Without any prior preparation, the teaching process has undergone a massive transition from face-to-face to distance learning. This transition has posed many challenges. This article aims to reveal what barriers to learning lower secondary school students face and how schools can minimise these barriers. A systematic review of the academic literature from two well-known databases, EBSCO and ScienceDirect, was performed to identify and determine the prevailing consistencies and gaps. The empirical study follows a qualitative research design: an explanatory case study. The data were collected through observations of online lessons, interviews with teachers and the school principal, and students' reflections. In addition, an inductive thematic analysis was employed. The empirical results help to identify secondary school students' barriers to learning in terms of learning accessibility and technological literacy; planning and reflections on learning; self-regulated learning and active involvement; and emotional as well as psychological well-being. Furthermore, the study highlights how a school can minimise these barriers.
- Abstract: As Provided
- Publication Date: 2023
- Accession Number: EJ1362998
- Availability:
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